Abstract

This paper examines English learning motivation among Vietnamese university students, focusing on the distribution between intrinsic and extrinsic motivation, contextual factors affecting motivation quality, and the relationship between motivation type and actual learning behavior. Drawing on a simulated survey of 110 second- and third-year students at Foreign Trade University combined with in-depth interviews with 8 representative students, the study finds that: (1) career motivation is the strongest and most sustainable motivational source; (2) exam motivation is widespread but declines markedly once targets are achieved; (3) classroom environment and teaching methods significantly affect motivation maintenance and development. The paper proposes pedagogical directions for nurturing intrinsic and sustainable English learning motivation among Vietnamese university students.

Keywords: English language teaching, English learning motivation, extrinsic motivation, intrinsic motivation, self-determination theory, university students, Vietnam.